Childminder in ManchesterOfsted report card, 16 Sept 2026

Childminder

Unique reference number (URN): 2818666 Registered with Ofsted: 16/01/2025 Registers: EYR, CCR, VCR

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Children make excellent progress across all areas of learning and develop their independence and confidence to achieve. For example, children put their own shoes and rainsuits on before going outside. During lunchtime, children successfully progress from a lidded cup to confidently pouring their own water and learn how to drink from an open cup. Children demonstrate high levels of curiosity, remaining engaged with their chosen play for extended periods of time. For example, younger children delight in playing with cars, watching the wheels turn, while older children recreate experiences as they role-play toothbrushing with dolls. Children build strong relationships with their peers, both through play and by helping one another. This helps to develop the skills they need as they get ready for the next stage of learning and the eventual move on to school.

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Achievement Strong standard

Children's communication and language skills are developing well from the very start. Children can talk confidently about what they know. For example, children easily recall and communicate about local nature walks, talking about squirrels, acorns and pinecones they found and how they use them in play. Children develop their social skills and confidence. Parents are impressed on how quickly children feel secure and safe with the childminder and have made significant progress with their confidence and independence.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for behaviour. She consistently models kindness, respect and good manners. Children respond positively and demonstrate exemplary behaviour for their young ages. They confidently use polite language, share resources and celebrate the achievements of others. The childminder responds calmly and consistently when children need support. As a result, children regulate their behaviour and show care and respect for their peers.

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Behaviour, attitudes and establishing routines Strong standard

Children develop secure attachments with the childminder and supportive relationships with one another. They feel safe, valued and confident to express their thoughts and feelings. For example, children are confident to say, 'I have an idea' as they lead their own learning. This demonstrates their growing confidence in communicating their interests. Children happily collaborate during imaginative play and work together to tidy the environment. Children follow well-established routines with great confidence. They independently put on their shoes before going out to play. Children are keen to help tidy resources and prepare the table for meals. They care for their environment without prompting. These routines develop children's independence, responsibility and security while preparing them well for their next stage of learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes good attendance by offering a flexible approach and establishing supportive partnerships with families. Her consistent approach helps children feel secure, settle quickly and thrive.

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Children's welfare and wellbeing Strong standard

The childminder has created a warm, nurturing environment in which she meets children's individual needs. Children develop secure attachments and are safe, happy and valued. They confidently seek reassurance, share their thoughts and express their feelings. For example, children tell the childminder when they and their peers feel happy or sad, and confidently explain their preferences and when they do not like something. The childminder responds sensitively and helps children recognise and manage their emotions, strengthening emotional wellbeing.

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Children's welfare and wellbeing Strong standard

Children learn about healthy lifestyles from first-hand experiences. They enjoy healthy meals and snacks and confidently discuss healthy foods. The childminder has robust arrangements in place to ensure mealtimes are safe and promote children's individual dietary requirements. These experiences promote healthy eating, communication and an understanding of the world. Children enjoy learning outdoors. They confidently choose resources, sustain their play and demonstrate curiosity, independence and resilience. Children confidently follow well-established routines. They wash their hands, maintain good personal hygiene and help to tidy the environment. The childminder adheres to guidance for safe sleep. These routines develop children's independence, help them understand how to keep themselves healthy and safe, and prepare them well for their next stage of learning.

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Children's welfare and wellbeing Strong standard

The childminder knows children remarkably well and responds quickly to their changing care and developmental needs. She adapts daily routines, the environment and activities to promote children's physical and emotional wellbeing. Her responsive approach helps children feel safe, secure and supported. They develop confidence, resilience and positive attitudes towards learning.

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Curriculum and teaching Strong standard

The childminder has designed an ambitious and inclusive curriculum. She sets the highest expectations for children's learning and achievements. Learning opportunities are sequenced and incorporate children's interests; this keeps children highly motivated. The childminder has a clear understanding of child development, and this underpins her planning of age-appropriate activities. She uses assessment, including the progress check at age 2, to identify any gaps in learning. Highly effective teaching helps children learn through play to develop skills needed for the next stage of their learning.

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Curriculum and teaching Strong standard

Communication and language is a strength of the childminder's curriculum and at the heart of her teaching. She skilfully models back-and-forth conversations with children and involves them in high-quality interactions. For example, during shared story reading, children refer to their recent experiences. The childminder extends this and carefully keeping the conversation going. The childminder adapts her teaching and uses visual prompts to support all children to communicate with others. This helps to remove any barriers to learning and participation, ensuring that every child can communicate. Playing musical instruments and singing further develops communication skills in a fun way. Children enjoy visiting the local library; this inspires a real love of reading as children independently choose books to share in the setting and with their families. The childminder establishes positive relationships with children, which help them to create a

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Curriculum and teaching Strong standard

strong sense of self. Everyday interactions help children understand their emotions, and the childminder models high expectations of behaviour through her own actions. Children enjoy a range of outings to explore the local community. They learn about people who help them, resulting in children becoming independent, confident and successful learners.

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Inclusion Strong standard

The childminder creates an inclusive environment. She ensures every child feels valued and participates fully in daily experiences. Children's individual needs are identified swiftly through ongoing assessment, regular reviews and focused work with parents. She adapts activities, resources and the environment to reduce barriers to learning while maintaining high expectations for every child.

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Inclusion Strong standard

The childminder responds quickly when concerns emerge. She adapts the environment, introduces targeted resources and reviews children's progress regularly. As a result, children make swift progress and begin to work within expected developmental ranges. The childminder continues to monitor development and adjusts support as needs change. She works effectively with families and other professionals to improve outcomes. All children benefit from a personalised approach in which the childminder gains and shares an abundance of information with parents. This means families receive tailored support and regular progress reviews to help children feel secure and develop a strong sense of belonging.

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Inclusion Strong standard

The childminder uses additional funding strategically to remove barriers to learning, provide targeted support and improve outcomes for children with additional needs. This proactive and reflective approach helps children, including those who face barriers to learning, make strong progress from their starting points.

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Leadership and governance Strong standard

The childminder has created an inclusive environment in which she strives to provide the highest standard in care and early education. She is reflective and understands the value of continuing to gain further knowledge to develop her practice. The childminder has established a culture of continued improvement and uses ongoing reflection and regular feedback from parents to further develop her provision. She links with local authority advisers and other childminders to share her practice and gain new ideas. The childminder values mandatory training, such as first-aid training and safeguarding.

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Leadership and governance Strong standard

The childminder seizes ever opportunity to develop her knowledge and skills. She has recently undertaken some professional development to further strengthen her commitment to supporting children with special educational needs and/or disabilities or who face other barriers to their learning and or wellbeing. This has deepened her understanding of children's social and emotional development, extending her knowledge of how to help children to feel safe, regulated and ready to learn. The childminder is fully prepared to receive children with a range of different needs.

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Leadership and governance Strong standard

The childminder is driven in creating an interesting learning environment, in which children thrive. She makes a significant and positive difference to the children in her care. Parents are highly complimentary of the care and learning their children receive. They value her knowledge and are impressed by how well informed they are regarding their child's development. They appreciate the regular and responsive information she shares and ideas of strategies they can use to support their child at home too. The childminder completes the progress check for children between the ages of 2 and 3 with rigour and robustly. She plans ongoing activities that promote children's individual learning needs and shares next steps in partnerships with parents and carers.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children thrive within this nurturing home-from-home environment. The childminder provides a carefully planned space in which every child feels valued. Children settle extremely well and experience warm, secure attachments that are at the heart of the setting. The childminder considers each child's starting points, taking the time to get to know each child and their families. She recognises children's strengths, individual needs and emerging interests. The childminder is dedicated in ensuring that all children, including those with special educational needs and/or disabilities or who face other barriers to learning, are fully included in every aspect of the provision. Parents and carers appreciate the support the childminder offers. As a result, children develop exceptionally well from their starting points. Children feel safe and secure with the childminder, benefiting greatly from the well-planned

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What it's like to be a child at this setting

daily routines. Trust is evident as children confidently explore the environment.

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What it's like to be a child at this setting

The children form positive relationships with the childminder and regularly involve her in their play. Outside in the garden, children carefully spray water and fill containers with sand and water. They make and serve drinks as they role play, recreating their experiences from home. The childminder is a positive role model, making the most of every learning opportunity, modelling correct language and engaging children in meaningful back and forth interactions. As a result, children are confident communicators. Children have a love for stories and snuggle up to the childminder as they read familiar books. Song time brings real delight as children sing and choose a picture that represents their favourite nursery rhymes. They thoroughly enjoy developing their language skills. Early mathematical understanding is an important part of learning, as children confidently count the plates and cups at mealtimes,

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What it's like to be a child at this setting

sing number songs, recognise numbers and count aloud during play activities. The childminder successfully supports the children to develop their skills through purposeful planning, enabling children to grow into confident, resilient and curious learners.

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Next steps

The childminder should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with the childminder and children during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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About this setting

Operating hours: Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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